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Teaching EBP: Implementation of Evidence: Moving from Evidence to Action
Author(s) -
FineoutOverholt Ellen,
Johnston Linda
Publication year - 2006
Publication title -
worldviews on evidence‐based nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.052
H-Index - 49
eISSN - 1741-6787
pISSN - 1545-102X
DOI - 10.1111/j.1741-6787.2006.00070.x
Subject(s) - citation , action (physics) , library science , computer science , quantum mechanics , physics
Implementation of evidence is essential for patients to receive the best care possible (Heater et al. 1988). Implementation is the fourth step in the EBP process and requires moving from a focus on finding and evaluating the evidence to actively using it to produce quality outcomes. Prior columns have addressed teaching nurses how to accomplish the first three steps of the EBP process: (1) asking a compelling clinical question; (2) searching for the best evidence; and (3) critical appraisal and synthesis of evidence. This column will focus on application of evidence to clinical practice. This step actually starts with the clinical scenario and transcends the whole of the EBP process. Without implementation of evidence, the other steps in the process will be less than effective.